Занятие 8

Тема 2.1. Основные проблемы формирования личности.Физиологический, когнитивный, социальный аспекты.

Продолжительность занятия: 2 часа.

Цель: Овладеть активной лексикой и основными лексико-грамматическими конструкциями, необходимыми и достаточными для построения монологических и диалогических высказываний.

Задачи:

1. ознакомить с активной лексикой и тренировать ее

2. тренировать грамматические модели

3. тренировка навыков изучающего и информативного чтения, устного высказывания

Этапы занятий и рекомендуемая продолжительность тренировки видов речевой деятельности:

1. Проверка домашнего задания. Направлено на формирование компетенции (20 мин).

2. Изучающее чтение. Направлено на формирование компетенции ОК-14 – (70 мин).

Task 1. Study the following words and word-combinations:

Heredity – наследственность; physical and mental capabilities – физические и умственные способности; child rearing – воспитание детей; allowances – карманные деньги; self-reliance – самодостаточность, самостоятельность; tomboy – девочка с мальчишескими ухватками («пацанка»); sibling – родной брат/сестра.

Task 2. Read and translate the text below.

Personality Development

An individual's personality is the complex of mental characteristics that makes them unique from other people.  It includes all of the patterns of thought and emotions that cause us to do and say things in particular ways.  At a basic level, personality is expressed through our temperament or emotional tone.  However, personality also colors our values, beliefs, and expectations.  There are many potential factors that are involved in shaping a personality.  These factors are usually seen as coming from heredity and the environment.  Research by psychologists over the last several decades has increasingly pointed to hereditary factors being more important, especially for basic personality traits such as emotional tone.  However, the acquisition of values, beliefs, and expectations seem to be due more to socialization and unique experiences, especially during childhood.

Some hereditary factors that contribute to personality development do so as a result of interactions with the particular social environment in which people live.  For instance, your genetically inherited physical and mental capabilities have an impact on how others see you and, subsequently, how you see yourself.  If you have poor motor skills that will prevent you from throwing a ball straight and if you regularly get bad grades in school, you will very likely be labeled by your teachers, friends, and relatives as someone who is inadequate or a failure to some degree. 

There are many potential environmental influences that help to shape personality.  Child rearing practices are especially critical.  In the dominant culture of North America, children are usually raised in ways that encourage them to become self-reliant and independent.  Children are often allowed to act somewhat like equals to their parents.  For instance, they are included in making decisions about what type of food and entertainment the family will have on a night out.  Children are given allowances and small jobs around the house to teach them how to be responsible for themselves.  In contrast, children in China are usually encouraged to think and act as a member of their family and to suppress their own wishes when they are in conflict with the needs of the family.  Independence and self-reliance are viewed as an indication of family failure and are discouraged.  It is not surprising that Chinese children traditionally have not been allowed to act as equals to their parents.

Despite significant differences in child rearing practices around the world, there are some similarities.  Boys and girls are socialized differently to some extent in all societies.  They receive different messages from their parents and other adults as to what is appropriate for them to do in life.  They are encouraged to prepare for their future in jobs fitting their gender.  Boys are more often allowed freedom to experiment and to participate in physically risky activities.  Girls are encouraged to learn how to do domestic tasks and to participate in child rearing by baby-sitting.  If children do not follow these traditional paths, they are often labeled as marginal or even deviant.  Girls may be called "tomboys" and boys may be ridiculed for not being sufficiently masculine.

There are always unique situations and interpersonal events that help to shape our personalities.  Such things as having alcoholic parents, being seriously injured in a car accident can leave mental scars that make us fearful and less trusting.  If you are an only child, you don't have to learn how to compromise as much as children who have several siblings.  Chance meetings and actions may have a major impact on the rest of our lives and affect our personalities. 

Task 3. Using the information from this text to atch the name of a stage and its description.

Stage 1. Sensorimotor stage (0-2)	A. At this stage of cognitive development the child begins to solve more complex problems. This provides the ability to ‘decentrate’. It means that the child becomes less egocentric and is more capable of seeing the viewpoint of others. The child still needs practical objects in order to solve problems. A question such as Joan is taller than Susan; Joan is smaller than Mary; Susan is smaller than Mary; who is the smallest? Will pose difficulties for the child at this stage of cognitive development unless there is access to a pen and paper to solve the problem.
Stage 2. Preoperational stage (2-7)	B. This stage marks the beginning of abstract thinking. Problems can be tested in the mind and more complex ideas can be formed.
Stage 3. Concrete operations (7-11)	C. The child experiences the world through intermediate perceptions. The phrase ‘out of sight, out of mind’ applies. The thinking is dominated by the ‘here and now’.
Stage 4. Formal operations (11+)	D. As the child’s linguistic ability improves it is capable of ‘symbolic thought’. This means that the child can use words to refer to people and objects. This more developed thought is limited by ‘egocentrism’ and ‘centration’. Egocentrism means that the child is unable to see the world from any other point of view but their own understanding of it. Centration means seeing one feature but ignoring the wider reality.

Task 4. Match the Russian and English equivalents:

1. to have an impact on	A. быть подходящим для чего-либо
2. to label	B. не давать волю/сдерживать собственные желания
3. to fit sth	C. унаследовать способности
4. to allow freedom	D. указывать на
5. to suppress one’s own wishes	E. вносить вклад в
6. to prevent sb from doing sth	F. клеймить, давать прозвище
7. to inherit capabilities	G. предоставлять свободу
8. to contribute to	H. оказывать влияние на
9. to point to	I. не дать/помешать кому-л. сделать что-л.

Task 5. Match the words and phrases with similar meanings.

1. to ridicule sb	A. to raise children
2. sibling	B. very important
3. to rear children	C. to affect
4. to view	D. to make fun of sb
5. critical	E. to be engaged in
6. to have an impact on	F. to some extent
7. to be involved in	G. to result from
8. to be due to	H. peers
9. to some extent	I. to consider
10. equals	J. offspring

Task 6. Match the opposites.

1. to compromise	A. success
2. to encourage	B. loss
3. to be in conflict with	C. to hold one’s ground
4. failure	D. to discourage
5. similarities	E. to be in agreement with
6. acquisition	F. dependence
7. self-reliance	G. differences

Task 7. a) Pick out from the text all the verbs be used with the word personality. Give their Russian equivalents.

b) Fill in the gaps with appropriate verbs or their derivatives: develop, express, affect, build, shape, reflect, enrich, influence

1. People usually wear clothes that … their personality. 2. When you grow up, your peers … your personality towards your strengths. 3. A child can … his or her personality through social learning, learning, for example, from parents, peer groups. 4. There are many factors that … personality development. 5. Your car often … your personality. 6. Sigmund Freud’s personality theory attempts to explain the processes involved in the … and … of a personality. 7. A number of genetic factors … the personality variables. 8. Epics like Mahabharata and Ramayana, holy books like Gita, Kuran, Bible teach an individual the way to life by … their personality. 9. Children that develop mental disorders are more likely to … personality disorders as adults. 10. To realize prosperity and success you need to … a powerful magnetic personality that attracts people to you. 11. He saw the ego as a positive driving force in personality … . 12. Secondary to an individual’s overall personality is their appearance. However, appearance plays a large role in … personality.

c) Make a list of

• all the factors which can affect, build, shape, enrich influence personality;

• all the things that can express, reflect personality.